Student Success Overview
Hanover School District 28 defines student success around the whole child. S-CAP looks at three areas: academic performance, learning dispositions, and postsecondary readiness. Each area has its own page, with state data, local data, and links to supporting evidence.
How We Review Student Data
Every year, the district, its administration, and the District Accountability Committee review local and state assessment results against state benchmarks. The Board of Education also reviews them.
- Student groups: Results are broken out by grade level and by student group, where group sizes allow. Groups include students with IEPs, students eligible for free or reduced-price lunch, multilingual learners, and race/ethnicity.
- Comparisons: Results are compared with local, state, and federal measures, including the District and School Performance Frameworks.
- READ Act (K–3): At least two years of READ Act data are reviewed by grade level. The review covers the percentage of students with a significant reading deficiency and the percentage meeting grade-level reading expectations.
- Math (K–12): At least two years of math assessment data are reviewed by grade level, performance level, and student group.
- Review schedule: Teams review DIBELS 8 and NWEA results every quarter at both buildings, Hanover Elementary (K–5) and Hanover Jr/Sr High (6–12). Those reviews guide instruction and intervention decisions.
A note on small numbers: Hanover serves about 222 students. When a grade or student group is small, publishing its results could identify individual students. Student privacy is protected under the Family Educational Rights and Privacy Act (FERPA), so some results appear only at the district level or are not published. The district tracks every student’s progress internally, and families receive their own child’s results directly from teachers and through Infinite Campus.
1. Academic Performance
Academic performance includes academic achievement and academic growth. S-CAP will not report critical thinking in 2026–27.
- State assessments: CMAS (grades 3–8), PSAT/SAT (grades 9–11), and the District and School Performance Frameworks.
- State-required local assessments: K–3 reading (DIBELS 8, under the READ Act) and kindergarten readiness (Teaching Strategies GOLD).
- Local assessments: NWEA MAP and i-Ready, given at the beginning, middle, and end of the year.
→ See Academics and Critical Thinking for current ratings and Student Performance Priorities.
2. Learning Dispositions
Learning dispositions describe how students experience learning. The S-CAP framework uses four:
- Belonging & Purpose: feeling connected to school and that learning matters.
- Motivation & Mindset: believing effort leads to growth.
- Self-Regulated Learning: setting goals, monitoring progress, and persisting through challenges.
- Engagement: taking part actively in learning and school life.
Evidence includes: S-CAP student and educator surveys, attendance and chronic absenteeism, discipline data, participation in activities, and classroom observations. Chronic absenteeism is a key factor in elementary results, and Strategic Priority 2 targets a 30% reduction.
→ See Learning Dispositions.
3. Postsecondary Readiness
Hanover prepares students for certificates, apprenticeships, two- and four-year degrees, military service, and careers. Every student in grades 9–12 builds an Individual Career and Academic Plan (ICAP).
Evidence includes: graduation and completion rates, dropout rates, college and military enrollment, concurrent enrollment and Career Start participation, career pathways, and capstone projects.